Effects of Language Learning Strategy Training on English Learning.

Autor/in	Huang, Shenghui Cindy
Titel	Effects of Language Learning Strategy Training on English Learning.
Quelle	(2001), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Communication Apprehension; English (Second Language); Foreign Countries; Higher Education; Language Proficiency; Learning Strategies; Second Language Learning; Student Attitudes; Student Motivation; Taiwan + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Schülerverhalten; Schulische Motivation
Abstract	This study evaluated a semester-long English learning strategy training course in terms of its impact on students' learning achievement, attitudes, anxiety, and proficiency. Participants were 47 Taiwanese college students who were randomly assigned to experimental or control groups. Prior to the course, all participants took the Test of English as a Foreign Language (TOEFL). During the first week of the semester, students completed the Strategy Inventory for Language Learning, the Motivational Intensity Questionnaire, and the Foreign Language Classroom Anxiety Scale. Experimental group students were taught English learning strategies through the semester, while control group students received no intervention. Students completed the evaluations again at the end of the semester. Results supported the assumption that language-learning strategies can be taught and can help foreign language learners in the learning process. Students who did not receive the strategy training did not have significant improvements in their language proficiency, learning motivation, or strategy use. Their strategy use even decreased in one area, and they had no significant decrease in their English learning anxiety levels. Students who received strategy training showed significant improvement in English proficiency, motivational intensity, and strategy use and significant decreases in English learning anxiety. (Contains 29 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC